Curriculum and Teaching Dialogue Vol 24 Issue 1 & 2
Edited by
Chara Haeussler Bohan;
Chara Haeussler Bohan
Georgia State University
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Franklin S. Allaire
Franklin S. Allaire
University of Houston–Downtown
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Status:
Available
Emerald Publishing Limited
ISBN electronic:
979-8-88730-050-4
ISBN print:
979-8-88730-049-8
Publication date:
2022
Book Chapter
Chapter 1: “We’re Still here”: An Institutional Critique
By
Juria C. Wiechmann;
Juria C. Wiechmann
dreamBIG Green Schools
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Blake McCullough;
Blake McCullough
dreamBIG Green Schools/U.S. Army
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Ian M. Clemente;
Ian M. Clemente
dreamBIG Green Schools/Michigan State University
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Alex DeCoteau;
Alex DeCoteau
Turtle Mountain Band of Chippewa/Minot State University
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Daniel Henry;
Daniel Henry
Turtle Mountain Band of Chippewa Indians Agricultural Research and Development
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Annette Mennem;
Annette Mennem
Turtle Mountain Band of Chippewa/Minot State University
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Daniel R. Conn;
Daniel R. Conn
dreamBIG Green Schools/Minot State University
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Nathan C. Anderson
Nathan C. Anderson
dreamBIG Green Schools/Minot State University
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Juria C. Wiechmann
dreamBIG Green Schools
Blake McCullough
dreamBIG Green Schools/U.S. Army
Ian M. Clemente
dreamBIG Green Schools/Michigan State University
Alex DeCoteau
Turtle Mountain Band of Chippewa/Minot State University
Daniel Henry
Turtle Mountain Band of Chippewa Indians Agricultural Research and Development
Annette Mennem
Turtle Mountain Band of Chippewa/Minot State University
Daniel R. Conn
dreamBIG Green Schools/Minot State University
Nathan C. Anderson
dreamBIG Green Schools/Minot State University
© 2022 Emerald Publishing Limited
2022
Emerald Publishing Limited
Licensed reuse rights only
-
Published:2022
Citation
Juria C. Wiechmann, Blake McCullough, Ian M. Clemente, Alex DeCoteau, Daniel Henry, Annette Mennem, Daniel R. Conn, Nathan C. Anderson, 2022. "“We’re Still here”: An Institutional Critique", Curriculum and Teaching Dialogue Vol 24 Issue 1 & 2, Chara Haeussler Bohan, John L. Pecore, Franklin S. Allaire
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© 2022 Emerald Publishing Limited
2022
Emerald Publishing Limited
Licensed reuse rights only
Abstract
This essay offers an organizational critique based on ongoing observations and reflections from a two-year process of establishing collective gardens that honor Traditional Ecological Knowledge. Key findings include illuminating interconnected relationships among plants, animals, and people living near one another, new meanings of power, and why stories are essential to theory.
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